Veg

=**Working Page 8: Veg**=


 * Task 1: TPK **
 * Fill in the blanks in the table provided below. You are required to do some internet searching and discussion before working on this table. **
 * The first row is completed as an example for you. **

**system helps in the digestion of food** || **Google doc with a template showing the different organs and tables by the side.**
 * ** Activity Type ** || ** Description of the Activity ** || ** Possible Technology to Use ** ||
 * ** Example: **
 * Students are to walk teacher through **
 * their understanding of scientific **
 * concept(s) and identifying and linking **
 * the different variables involved. ** || ** Students draw concept maps on paper **
 * to show their understanding of scientific concept(s). ** || ** Gliffy allows students to **
 * collaborate, share understanding **
 * and work on a concept map that **
 * shows their understanding of **
 * scientific concept(s). To better **
 * describe and make reference of **
 * their understanding, Gliffy allows **
 * users to hyperlinks resources to the map. ** ||
 * ** 1. To learn on the different organs **
 * and functions of the Digestive System ** || **Students to describe describe briefly how the different parts of a digestive **
 * Students will then work in pairs and write down the function of the different organs.**
 * They can also access the internet to find out more.** ||
 * ** 2. To learn about Safety Use of Electricity ** || Students to state the hazards of
 * damaged insulation
 * overloaded circuit
 * damp condition and to

list some precautionary measures to ensure the safe use of electricity || Applets || properties, e.g. density, compressibility, maintenance of shape and volume || Use of applets in SunflowerPortal and the quiz available in it. ||
 * 3. To learn about Speed Time Graph || Students to describe the movement of a moving vehicles with respect to a speed-time graph. || Applets. ||
 * 4. To learn about solid, liquid, gases || Students to distinguish between the three states of matter in terms of

**Task 3: Lesson Storyboarding**
1. Use [|gliffy] as a tool for capturing your thinking process on how to deliver a lesson of a 30 mins N(T) Science lesson. 2. After confirming your lesson flow, fill in the template below to show how technology is infused and used to deliver the lesson.

Subject: N(T) Science Level: 4N(T) Science Topic: Health and Wellness Prior Knowledge: General Knowledge of Health and Wellness Learning Outcomes: The learning objectives at the end of the lesson are:

> balanced diet and on appropriate physical and mental activity > at work > can contribute to a healthy lifestyle > community
 * 1) define good health as a state of physical and mental well-being, dependent on receiving a
 * 1) show an understanding of the importance of good health, e.g. feeling good, being productive
 * 1) outline how personal lifestyle choices, e.g. balanced diet, daily exercise, stress management,
 * 1) show an understanding that individual lifestyle choices can affect others, e.g. family,

Pedagogical Approach: Inquiry Students to response. || Youtube videos ||  || teacher to go through the 'correct' factors as required. Sample click and drag can be used for better engagement. || Powerpoint HotPotatoes ||  || Videos of people not having good health? || Youtube videos ||  ||
 * Duration || Teaching Activities . || Use of technology .  || Remarks .  ||
 * 3 min || Video/pictures of people in good health and bad health
 * 10 min || Students to illicit the factors of good health through their piror knowledge.
 * 10 min || Importance of good health
 * 7 min || Lifestyle choices and implication || Powerpoint ||  ||